Classmates, this is my Concept map that I designed. I took a screen shot of it on my Mac Book. That's why all the extra stuff is at the bottom. I do apologize. Enjoy!
Tuesday, July 19, 2016
Survey, Poll, Timeline Links
Survey web: http://chnm.gmu.edu/tools/surveys/6817/
Poll: <script language="Javascript" type="text/javascript" src="http://chnm.gmu.edu/tools/polls/display.php?pollsID=4399"></script>
Wednesday, July 13, 2016
EyeJot Link
http://www.eyejot.com/mview/F5671D90F9278F650746C2F45FDEF268D3CF29733F5BC97D2AB75C9171D520CF
Wiki Discussion 4
Zackeus
D. Johnson
EDLD 590(Summer 2016)
Technology Leadership in Schools
Wiki Discussion 4
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Type of Unique, Powerful, and Transformative Learning
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Examples to Be Added to
Tech Tool Resource List
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Critical Thinking and Problem Solving
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Online learning environments
(Students can do what they can’t on paper)
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Digital Literacies
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Webquests and online projects
Multimedia timelines
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Communication and Collaboration
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Social networks and media
Digital games
Online posters and website publishing
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Creativity
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Desktop Publishing
Computer animation and movie making
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Digital Citizenship
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Learning to use technology productivity
Exist both inside and outside the classroom.
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Ask students to explain why
they believe a particular technology will create a specific type of unique,
powerful and transforming learning experience for students, teachers or both.
“Technology is where it’s
at”, as the students would say. Students are technology savvy. They
continuously use some type of device in their spare time or even for academic
purposes. Technology opens new possibilities for students who use them on a
regular. Knowing that students enjoy navigating technology, instructors ae
willing and excited to gain more experience and engage in training sessions. As
an Academic Advisor, we make sure that students look up their own schedule on
ipads and fill out the registration work sheet to generate their schedule. Not
only do students learn how to make a schedule, but they learn how browse the
“subr” website in order to find other resources and tools that they will need
throughout their matriculation at Southern University and A&M College.
Discussion 4
Zackeus D. Johnson
590(Summer
2016)
Technology
Leadership in Schools.
Discussion
Four
How did 5th graders’ respond to receiving one or the
other of these types of praise? Why might praising innate ability promote
a fixed mindset while praising effort promote a growth mindset?
During the video, I could tell that the level of the
student’s confidence was high when they were praised for doing the easier task.
They were more comfortable; their facial expressions were showing that they
were enjoying the task at hand. However, as the project became more complex,
the child’s expressions started to change. They began to lose hope and their
level of confidence declined. What I did notice was the children never gave up
or never stopped trying to figure out how to make the blocks match the finish
product. Also, the teacher never discouraged them or intervened to do the task
for them. Promoting and innate promotes a fixed mindset. It’s well-intentioned,
but wrong headed. Of course kids are going to be motivated after being told
“great job”, but it removes the strategy of learning new things. Therefore it’s
fixed because students will yield the same results; focusing on looking good
and not learning.
Those who show a growth mindset, feel smart when they are
working on something difficult and makes progress. They appreciate the growth
and what they learn from putting forth effort. Therefore, student who are
praised for their effort would prefer the more challenging task because they
are growing throughout the process of attempting to complete the task.
Establishing a growth mindset with children will always yield the best outcome.
Challenge students to take risk and try something different. It will teach them
their style of learning and will also aid teachers with knowing what students
should be paired in classrooms for certain assignments.
Where is My Cheese
Zackeus D. Johnson
590(Summer 2016) Technology Leadership in
Schools.
Discussion One
1. Do
you think an Administrator should be like "Sniff and Scurry”? Explain and
be specific. How can you as an administrator deal with "Hem and Haws"
in your schools.
From
my perspective, I think that administrators should be like Sniff and Scurry.
Assistant principals should be Sniff’s. They are to seek and “sniff” new ideas
in aiding in student’s academic performance while including a positive culture
and climate. The principals should be Scurry’s. They are the ones to run ahead
to ensure that these new initiatives, that have been brought forward, are
effective and efficient to accommodate all learning styles of students within
the school. Meaning, they should analyze and evaluate all aspects of these new
initiatives and give immediate feed back to their administrators as to why
particular initiatives would be helpful or detrimental to the students or how
is it in line with the mission and vision of the school.
Administrators
can deal with Hem’s and Haw’s easily. You have “Hem’s” in all schools. They are
resistant to change and want to continue to do things their way. This sometimes
mean that they are insecure or threatened in areas of expertise. You can easily
remove them from their positions or you can embrace their style of teaching
while informing them that CHANGE is the basis for the school’s development and
student achievement. It’s an absolute, a constant and a necessity. As an
administrator, it’s your duty to ensure that those “Hem’s” that are in your
school, have appropriate accommodations, such as trainings, and professional
development, when trying to implement new initiatives on your campus. As it
pertains to the “Haw’s” continue to encourage them to press forward or even
give them a leadership role within the school so that they are able to help a
fellow co-worker. That way, you are ensuring that relationships are fostered.
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